O&M
Guidelines for Working with Jonby
Joe Cutter and Kathy GabryReprinted
from Future Reflections

From
the Editor: Kathy Gabry is an active leader in the New Jersey
Parents of Blind Children, a Division of the NFB of New Jersey. Jon,
who is profoundly deaf and has fluctuating partial vision, is her son.
Many readers will recognize the name of Joe Cutter, an internationally
known Early Childhood O&M specialist.

The
following guidelines, which are based upon Jon's IEP O&M goals and objectives,
were put together a couple of years ago by Joe Cutter in collaboration
with Kathy. The purpose of the paper was to provide clear, concise guidance
to every adult who would encounter and work with Jon in the day school
for the deaf he attended. The guidelines were handed out to the IEP
team members, Jon's classroom teacher, his instructional assistant,
the Physical Education teacher, and others as needed. According to Joe
and Kathy, it was an effective strategy that helped everyone get on
board in doing their bit to implement Jon's IEP and encourage his independent
movement in the school.

Although
some adaptations and accommodations for Jon's deafness and partial sight
are evident in these guidelines, Mr. Cutter believes that most of the
goals and objectives are applicable to any blind or visually impaired
child in Jon's age range. (Jon was 6 years and 10 months old at the
time the guidelines were written). I concur, and suspect many readers
will find this material a useful tool in developing IEP's for their
children or students.

Readers
may also be interested to know that this wasn't the only "handout" the
team members received from Kathy, who by profession is a desktop publisher.
She did a full color booklet outlining Jon's history, needs, and tips
for working with him (based upon his IEP). She tells me she continues
to use it, updating it as needed.

Here
are the O&M Guidelines for Working with Jon:

A cane
is a type of low vision aid. Its usage encourages Jon's independent
mobility and is meant to be a complement to his vision.

The cane
is to be used whenever Jon leaves the classroom, with the following
exceptions: Jon should be offered the opportunity to choose to use his
cane for going to the water fountain, going to his cubby, or playing
on the playground (the cane is not necessary while playing on the playground,
but he is to use it to get to the playground). This means that when
Jon goes to physical therapy, occupational therapy, speech, gym, art,
lunch, or any other place or activity at school, he is to use his cane.

While Jon
is using his cane, no one should be holding his hand or otherwise guiding
him (with the exception of an emergency). If, for whatever reason, Jon
is traveling without his cane, he should not be holding onto anyone's
hand; he should be traveling independently (including on the stairs).

It is important
to reinforce the use of proper cane skills such as grip, position, extension,
arc, and touch technique. If you see Jon using his cane inappropriately,
simply provide hand-over-hand guidance in assuming the proper position.
If he begins swinging his cane in the air, provide hand-over-hand guidance
by guiding the cane down to the ground and then, firmly, signing "cane
down." These skills will improve with familiarity and maturity.

If Jon
is headed for a destination but purposefully takes a wrong turn or wanders,
he should be treated as any other child who exhibits the same behavior
would be treated.

What,
specifically, is Jon working on?

Jon should
be encouraged to use his cane appropriately both in school and on the
school grounds. (Sign for cane: make the letter "d" with your right
hand, then sweep it quickly across the open palm of your left handthink
of your pointer finger as the cane and bend your wrist to make the movement.)

Jon will
practice his O&M skills for two 30-minute sessions per week as directed
by his instructional aide. Goals are to expand his independence at school,
become proficient at using his cane skills, expand his environmental
awareness, and to expand his awareness of his body and how it travels
through space.

Specific
activities include:


Entering and exiting the building by himself at the start or end of
the school day.


Using his cane to travel to occupational therapy, physical therapy,
and speech by himself.


Developing vocabulary specific to body parts and planes.


Using his cane to travel independently to the bathroom and, with or
without his cane, go for a drink of water by himself.


Continuing to play and explore the playground independently.


Practicing his cane skills in a variety of places at school (stairs,
hall, elevator, and playground).


Traveling comfortably on a variety of different ground surfaces, terrain,
and slopes.


Expanding knowledge of street crossing and concept of traffic.


Using his tactaid during all O&M practice sessions. (A tactaid is a
mobility device worn around the wrist. It vibrates with increasing intensity
as a car approaches.)